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Click here for a PDF verison of the Diversity, Equity and Inclusion checklist.

Introduction

At Bristol Community College, Diversity, Equity, Inclusion and Belonging are an integral part of our core values. We understand that words are powerful and the language we use as a higher education institution must expand to authentically reflect the diverse individuals, we serve every day. Our commitment to DEI extends beyond a one-time effort; we are dedicated to continuous learning and advancement.

This checklist helps ensure that Bristol employees feel empowered to communicate with all human beings with respect, accuracy and compassion. It should be used as a reference that links to information that can be useful in incorporating DEI principles into our everyday work and materials, promoting a more inclusive and equitable outcome.

It aims to stimulate thought and awareness in areas related to DEI that we might otherwise overlook. The checklist is not designed as an educational tool for teaching about DEI. Instead, it serves as a tool for consideration, prompting individuals to reflect on various aspects related to DEI. It assumes a certain level of familiarity with the subject and is not intended to provide a comprehensive education.

Guidance

This DEI Checklist serves as a fluid resource that underscores the importance of diverse and inclusive imagery, language and messaging across Bristol. It should be used in tandem with the Bristol Community College Style Guidelines located at BristolCC.edu/BrandCentral You might want to integrate it alongside:

  • Marketing materials.
  • Web page.
  • Brochures.
  • Social media platforms.
  • Posters.
  • Emails.
  • Newsletters.
  • Syllabi.

Contents

  1. Introduction.
  2. Guidance.
  3. Elements.
  4. Checkpoint 1: Vocabulary.
  5. Checkpoint 2: Visual Expression of Diversity.
  6. Checkpoint 3: Authentic and Inclusive Representation.
  7. Checkpoint 4: Accessibility.
  8. Bristol Contacts.
  9. Bristol DEI Checklist Subgroup.
  10. Questions and Updates.
  11. References.

Elements

DEI checkpoints are essential for creating an inclusive environment in today’s world. Checkpoint 1: Vocabulary, Checkpoint 2: Visual Expression of Diversity, Checkpoint 3: Authentic & Inclusive Representation, Checkpoint 4: Accessibility. These checkpoints serve as a guiding reference while working with materials or items within your office .

Please note that not all materials will have a corresponding checkpoint. For example, if you are considering the use of only an image, you will skip Checkpoint 1 and proceed to Checkpoint 2: Visual Expression of Diversity.

As societal norms and understanding of DEI issues evolve, additional checkpoints or revisions can be incorporated to reflect emerging priorities and best practices.

Checkpoint 1: Vocabulary

Be mindful of your audience and be intentional with vocabulary choice. Individuals with varying reading ability or non-native English speakers' comprehension should be considered.

Checklist

☐ Stereotypes.
☐ Ageism.
☐ Cultural Differences.
☐ Offensive Terms.
☐ Religious beliefs.
☐ Pronouns.
☐ Person-First Language.
☐ Inclusive Language.

What to consider

  • Identifying and Avoiding Jargon: Identify jargon, acronyms, and complex words. This makes information more accessible to a broader audience.
  • Clarifying Vocabulary and Symbols: This is important for individuals who may not be familiar with certain terminology.
  • Comparisons for Complex Ideas and Terminology: Drawing parallels with familiar concepts makes it easier for diverse audiences to grasp complex ideas.
  • Acronym Usage: Writing out acronyms on first reference helps prevent confusion, especially for those unfamiliar with the terms. This helps readers can easily understand the content without having to constantly refer back to definitions.
  • Embedding Support within Text: Embed support within the text, such as hyperlinks or footnotes, is a proactive way to provide additional information without cluttering the main text. This allows readers to explore more detailed information if needed.
  • Clarification for Unfamiliar Vocabulary: Provide clarification for unfamiliar vocabulary, idioms, academic language, figurative language, and jargon to ensure it is inclusive. Not all readers may have the same level of familiarity with specific terms.
  • Visual Supports: Embed visual supports to clarify vocabulary to enhance accessibility, especially for visual learners. Visual aids can offer additional context and make information more comprehensible.

Checkpoint 2: Visual Expression of Diversity

Creating a visual expression of diversity is crucial in promoting inclusivity and representation. This checklist is meant to provide a thoughtful reflection when creating items that use visual expression.

Checklist

☐ Representation of Various Ethnicities and Races.
☐ Inclusion of Different Genders and Gender Identities.
☐ Ages and Generations.
☐ Body Types and Abilities.
☐ Cultural Diversity.
☐ LGBTQIA+ Representation.
☐ Religious and Spiritual Diversity.
☐ Physical and Neurodiversity.
☐ Intersectionality.
☐ Language & Symbol Inclusivity.

What to consider

  • Avoid Superficial Representation: Consider the depth and authenticity of the visual portrayals.
  • Authenticity and Respect for Cultures: Emphasize authenticity and avoid stereotypes or cultural appropriation. Ensure that representation of cultures and traditions is respectful and accurate, promoting a more nuanced and inclusive visual narrative.
  • Inclusivity of Body Types and Disabilities: Promoting diverse body types and inclusivity, including visible and invisible disabilities, fosters a more realistic and accepting portrayal of individuals.
  • Consideration for Visual Impairments: Use easily distinguishable colors for individuals with visual impairments or color vision deficiencies to make visuals accessible to a wider audience, aligning with the principles of universal design.
  • Empowerment of Individuals: Presenting individuals from diverse backgrounds as empowered and capable challenges stereotypes and reinforces the positive aspects of diversity. This approach contributes to a more inclusive and empowering visual narrative.
  • Representation of All Ages and Generations: Recognizing and representing individuals from different age groups acknowledges the diversity of life stages and experiences.
  • Variety of Genders and Gender Identities: Include a variety of genders and gender identities reflecting an understanding and respect for the diverse ways individuals express their gender.

Checkpoint 3: Authentic and Inclusive Representation

Authentic and inclusive representation refers to the accurate portrayal of diverse individuals and communities in various forms of media and communication. It involves including people from different backgrounds in a respectful and accurate way that avoids stereotypes and tokenism.

Checklist

☐ Representation of Various Ethnicities and Races.
☐ Inclusion of Different Genders and Gender Identities.
☐ Ages and Generations.
☐ Body Types and Abilities.
☐ Cultural Diversity.
☐ LGBTQIA+ Representation.
☐ Religious and Spiritual Diversity.
☐ Physical and Neurodiversity.
☐ Intersectionality.
☐ Accessibility.
☐ Language.

What to consider

  • Detailed Information: When possible, provide detailed information over vague or generalized statements to gain a better understanding of individual and their experiences.
  • Highlight Relevant Characteristics: Focus on key features or attributes to help avoid oversimplification.
  • Acknowledging Differences within a Group: Recognize and acknowledge differences within a group by highlighting the diversity that exists even within a specific category.
  • Using Precise Details: Avoid unclear language by avoiding ambiguity. This is crucial for promoting accurate and respectful representation.
  • Providing Exact Age or Age Ranges: Mention specific ages or age ranges to contribute to a more precise representation, considering the different experiences associated with various life stages.
  • Naming Specific Disabilities: Name specific disabilities to ensure accuracy and avoid generalizations.
  • Person-First Language for Disabilities: Promote person-first language for disabilities as a respectful way to recognize individuals beyond their conditions and emphasize their personhood first.
  • Appropriate Descriptors for Gender Identities: Incorporate appropriate descriptors to acknowledge the nuances of different gender identities, avoiding oversimplification and promoting understanding.
  • Reference Sexual Orientations Appropriately: Use appropriate terms for respectful representation of people's sexual orientations.
  • Referencing Nation or Region of Origin: Reference the nation or region of origin, when writing about racial or ethnic groups. This promotes cultural sensitivity and recognizes the diversity within these groups.
  • Being Mindful of Labels: Avoid stereotypes and labels that contribute to bias or discrimination.

Checkpoint 4: Accessibility

Bristol Community College is committed to providing accessibility to our students and community in all areas from the classroom to the web. We strive to utilize the latest technology and best practices to ensure an accessible experience. An example of our commitment to accessibility can be found here: Bristol Community College’s Website Accessibility Statement.

Checklist

☐ Clear, sans serif fonts.
☐ Font size of 12 or higher.
☐ High color contrast.
☐ Alt text for images and graphs.
☐ Headings included.
☐ URLs in descriptive text.
☐ Audible volume.
☐ Reasonable pacing and speed.

What to consider

  • Typography: Consider font type, size, and color contrast to enhance readability and screen reader compatibility.
  • Alternative (Alt) Text: Write intentionally descriptive yet concise Alt Text to describe images and graphs for individuals using screen readers.
  • Headings: Aid navigation for individuals using assistive technologies by using headings.
  • URLs: Present URLs as contextual hyperlinks in descriptive text.
  • Captioning: Enable auto-captions when recording material and edit them for accuracy. Captions create access for those with hearing loss but are also widely used by others to aid understanding and focus.
  • Built-In Accessibility Checkers: Design your material with feedback from built-in accessibility checkers.

Bristol Contacts

Bristol DEI Checklist Subgroup

  • Joyce Brennan, Chair.
  • April Fonseca.
  • Mario Garcia-Rios.
  • Julie Jodoin-Krauzyk.
  • Enoch Lamptey.
  • Kendall Paul.
  • DebraAnn Quenga.
  • Olivia Robinson.
  • Katie Spavento.
  • Kelemu Woldegiorgis.
  • Laura Gostin.

Questions and Updates

Everyone at the college shares responsibility for the content of the DEI checklist, which is continuously evolving and open to updates reflecting our ever-changing world. Please feel free to contact any member of the DEI checklist subgroup for comments or suggestions.

References